A Preliminary Study of Writing Strategies Used by Japanese EFL Students: For Process-oriented English Writing Instruction

日本英语学生写作策略的初步研究：面向过程的英语写作教学

基本信息

批准号：
12680281
负责人：
HIROSE Keiko
金额：
$ 1.41万
依托单位：
Aichi Prefectural University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2000
资助国家：
日本
起止时间：
2000 至 2002
项目状态：
已结题

项目摘要

The relationship between first language (L1) and second language (L2) writing has attracted the attention of L2 writing researchers. Recent studies have pointed to not only differences but also similarities between L1 and L2 writing. The present study first compared L1 and L2 organizational patterns in the argumentative writing of two groups of Japanese EFL students with differing English proficiency levels. The study made within-subject comparisons of L1 and L2 compositions in terms of organizational patterns, organization scores, overall quality and organization-planning processes. The results revealed that a majority of students employed deductive type organizational patterns in both L1 and L2, thus dispelling stereotypes about Japanese writers' rhetoric; and L2 organization scores were not significantly correlated with L1 organization scores. Secondly, the study compared L2 writing processes with L1 writing processes based on the students' recall protocols. Based on the results of … More the protocol analysis, the two groups' L1 and L2 writing processes were compared within the respective groups, and between the groups. The results of intra-group comparison indicated that the lower-proficiency group showed differences in L1 and L2 writing processes, but the higher-proficiency group did not differ much in terms of the type and frequency of strategies use in the two languages. The results of inter-group comparison found that both groups employed similar writing strategies, whereas each group also resorted to strategies not so frequently used by the other group, in both L1 and L2 writing. An in-depth analysis of protocols revealed that L2 writing processes of the two groups were different even when they employed the same strategy. The results of the present study suggest that students' L1 and L2 writing processes become more similar as their L2 proficiency develops. Finally, possible implications of the results are discussed as they pertain to writing research and pedagogy. Less

第一语言 (L1) 和第二语言 (L2) 写作之间的关系引起了 L2 写作研究人员的关注。最近的研究指出，L1 和 L2 写作之间不仅存在差异，而且存在相似之处。本研究首先比较了 L1 和 L2 的组织。该研究对两组具有不同英语水平的日本英语学生的议论文写作模式进行了科目内比较，包括组织模式、组织分数、整体质量和组织规划过程。结果显示，大多数学生在母语和母语中都采用演绎型组织模式，从而消除了对日本作家修辞的刻板印象；并且母语组织得分与母语组织得分没有显着相关性。其次，该研究将母语写作过程与母语写作过程进行了比较。基于学生回忆协议的写作过程根据协议分析的结果，对两组的 L1 和 L2 写作过程进行了组内和组内比较的结果。认为较低水平组在母语和二语写作过程中表现出差异，但较高水平组在两种语言中使用策略的类型和频率方面没有太大差异。组间比较的结果发现，两组都采用了这种方法。在 L1 和 L2 写作中，每个小组都采用了相似的写作策略，而每个小组也采用了另一组不那么频繁使用的策略。对协议的深入分析表明，即使使用了 L2 写作策略，两组的 L2 写作过程也是不同的。相同策略的结果。目前的研究表明，随着 L2 水平的提高，学生的 L1 和 L2 写作过程变得更加相似。最后，讨论了这些结果对写作研究和教学法的可能影响。